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ERIC Number: EJ780874
Record Type: Journal
Publication Date: 2007-Jan
Pages: 44
Abstractor: Author
Reference Count: 65
ISSN: ISSN-0737-0008
Teaching Narrative Comprehension Strategies to First Graders
Paris, Alison H.; Paris, Scott G.
Cognition and Instruction, v25 n1 p1-44 Jan 2007
This study provided 5 weeks of direct strategy instruction about narrative elements and relations in 4 first-grade classrooms (n = 83), all with materials that made minimal decoding demands on children's reading. Two comparison classrooms (n = 40) received comparable instruction on language development and poetry. A battery of assessments given at pretest and posttest showed that the intervention benefited children's comprehension of narratives in the "picture-viewing" modality as well as narrative meaning-making in "listening comprehension" and "oral production" modalities. Understanding and recall of main narrative elements improved, as did inference-making skills and understanding the psychological aspects of stories. Implications for enhancing beginning readers' emerging narrative knowledge in primary grade classrooms are discussed. (Contains 6 tables and 1 figure. Appended are: (1) Means, Standard Deviations, and Repeated Measures Analysis of Covariance Results for All Narrative Comprehension and Expository Comprehension Task Measures by Narrative Strategy Instruction and Comparison Conditions; and (2) Means, Standard Deviations, and Analysis of Covariance Results for All Narrative Production and Expository Production Task Measures for Narrative Strategy Instruction (n = 41) and Comparison (n = 22) Conditions.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED512029